<![CDATA[Integrating religious meaning with disciplinary science requires teaching materials that preserve scientific explanations while making value connections explicit and pedagogically defensible. This study developed and evaluated an Islamic values-integrated science module on human coordination, reproductive, and homeostatic systems for Grade IX junior secondary students. Educational design research followed three Plomp phases: preliminary research, prototyping, and assessment. Preliminary research included interviews with two science teachers from UPT SMP Negeri 1 and SMP Negeri 4 in Kampar and a needs-analysis questionnaire completed by 31 Grade IX students. During prototyping, the module was reviewed across content, Islamic-integration, and media domains, with two expert ratings recorded for each domain. Limited assessment at UPT SMP Negeri 1 involved one science teacher for practicality appraisal and 31 students for user-response evaluation. Data were summarized using a five-point scale and percentage scores. The needs analysis showed strong demand for an integrated module: 90.32% of students supported its use, while 74.19% had never learned with a module integrating Islamic values on these human-system topics. Expert scores were 80.00% for content validity, 70.00% for Islamic-value integration, and 81.18% for media validity. Recalculation from the item-level practicality scores yielded 75.71% (practical), while student responses reached 86.65% (very positive). The integration domain was the weakest component, indicating a need for deeper conceptual alignment between Qur’anic or hadith references and biological explanations. The module is therefore best regarded as a feasible and practical supplementary/enrichment resource with strong student acceptability; its effectiveness for improving learning outcomes was not tested.]]>
